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An extensive collection of contemporary Asian and Middle Eastern poetry includes the work of four hundred contributors from a variety of backgrounds, in a thematically organized anthology that is complemented by personal essays.
What is the future of languages in an increasingly globalized world? Are we moving toward the use of a single language for global communication, or are there ways of managing language diversity at the international level? Can we, or should we, maintain a balance between the global need to communicate and the maintenance of local and regional identities and cultures? What is the role of education, of language rights, of language equality in this volatile global linguistic mix? A group of leading scholars in sociolinguistics and language policy examines trends in language use across the world to find answers to these questions and to make predictions about likely outcomes. Highlighted in the discussion are, among other issues, the rapidly changing role of English, the equally rapid decline and death of small languages, the future of the major European languages, the international use of constructed languages like Esperanto, and, not least, the question of what role applied scholarship can and should play in mapping and influencing the future.
This volume chronicles a revolution in our thinking about what makes students want to learn languages and what causes them to persist in that difficult and rewarding adventure. Topics in this book include the internal structures of and external connections with foreign language motivation; exploring adult language learning motivation, self-efficacy, and anxiety; comparing the motivation and learning strategies of students of Japanese and Spanish; and enhancing the theory of language learning motivation from many psychological and social perspectives.
"Although Lipska's poems reveal an acute awareness of history and politics, she's primarily concerned with individual experience and the most difficult philosophical questions of evil. Lipska is awed by beauty despite the deep skepticism that permeates her poems, countering corruption with an unflinching commitment to conveying truth without sentimentality." --Book Jacket.
This volume incorporates the national standards for the following languages: Arabic, Chinese, Classical Languages, French, German, Italian, Japanese Portuguese, Russian and Spanish.
In postwar France, the aesthetics of appropriation and collage gave cultural form to a struggle over meaning. A new wave of avant-garde experimentation used--or stole, plagiarized, and expropriated--elements from advertising, journalism, literature, art, and other sources of common discourse (the ironically named "beautiful language" of this book's title, itself an appropriation from Guy Debord's collaged M & e ́moires). Redeployed, often in startling or pointed juxtapositions, these elements took on newly oppositional meanings. A famous photograph taken inside the occupied Sorbonne in May 1968, for example, shows a massive academic painting altered by a clever cartoonish speech bubble that transforms the painting into a parody of itself and memorializes an event very different from the one captured by the original artist."The Beautiful Language of My Century"describes the various forms of critical culture that culminated in the events of May 1968, and investigates the ways those forms have come down to us today. McDonough explores the montage practice developed by Guy Debord and his situationist colleagues under the name of d & e ́tournementand its expression in the later fifties as a form of cultural theft. He addresses the influence of colonialism on these practices, examining a 1961 exhibit of torn posters of the Algerian War ("La France d & e ́chir & e ́e"), Godard's early film Le Petit Soldat,and Christo's Project for a Temporary Wall of Steel Drums.He discusses the French left's adoption in the mid-sixties of the "end of art" as a theoretical position and describes the leftist idea of the f & e teas a Rabelaisian and revolutionary upwelling of everything that is low. This influential conception, inspired equally by the American urban revolts of the sixties and the writings of theorists Marcel Mauss and Georges Bataille, coalesced into a new image of revolution, a new model of contestation, in the events of May 1968--when the struggle over language and culture merged with a broader resistance to capitalist modernization.
This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.